我国职业教育教师的TPACK认知水平评估  

Evaluation of TPACK Cognitive Levels Among Vocational Education Teachers in China

作　　者：张晓蕾[1] 程庆梅[2] 杜刚[3] 李媛媛 向若兰[5] Zhang Xiaolei;Cheng Qingmei;Du Gang;Li Yuanyuan;Xiang Ruolan(School Office,Beijing Information Technology College,Beijing 100015;Education and Health Department,Beijing Information Technology College,Beijing 100015;Academic Affairs Division,Beijing Information Technology College,Beijing 100015;Division of Vocational Education and Adult Education,Education Bureau of Xinjiang Production and Construction Corps,Urumqi 830000,Xinjiang;Department of Physiology and Pathophysiology,Peking University School of Basic Medical Sciences,Beijing 100191)

机构地区：[1]北京信息职业技术学院学校办公室,北京100015 [2]北京信息职业技术学院教育与健康学院,北京100015 [3]北京信息职业技术学院教务处,北京100015 [4]新疆生产建设兵团教育局职业教育与成人教育处,新疆乌鲁木齐830000 [5]北京大学基础医学院生理学与病理生理学系,北京100191

出　　处：《中国电化教育》2024年第4期112-119,共8页China Educational Technology

基　　金：全国职业院校教师教学创新团队建设体系化课题研究项目“基于教育信息化精准推送,打造东西部共享平台”(项目编号:TX20200501)研究成果。

摘　　要：该文旨在验证修改后的整合技术的学科教学知识(TPACK)量表的可靠性和有效性,并评估在职业教育教师中TPACK认知水平的情况,突出对职业教育教师TPACK的研究的必要性和重要性。采用定量研究设计方法进行验证性因子分析,共纳入2898个样本。结果显示:教师们的TPACK认知水平处于中等水平,经验更丰富的教师比没有经验的同行具有更高水平;同时,在欠发达地区,TPACK认知水平明显低于发达地区。因此,建议职教老师的TPACK发展路径需要结合教育数字化战略和新技术的要求,提供培训和发展机会,培养技术能力,集成技术和学科知识,培养教师的专业素养,建立协作和分享机制,并加强基础设施建设。这样才能使职教老师在教学实践中更好地运用技术、学科知识和教学能力,提高教育质量和学生的职业素养。这项研究的结果强调了对职业教育教师的TPACK认知水平进行深入研究的重要性,这将有助于了解其对职业教育发展的作用,并为政策制定者、教育机构和教师提供可行的策略和方案,以提高职业教育质量、培养适应时代需求的人才。This article aims to validate the reliability and validity of the modified Technological Pedagogical Content Knowledge(TPACK)scale in subject teaching and evaluate the level of TPACK cognition among vocational education teachers,highlighting the necessity and importance of researching TPACK in vocational education.A quantitative research design was used,and a total of 2898 samples were included.The results showed that teachers’TPACK cognition level was at a moderate level,with more experienced teachers having a higher level compared to their less experienced counterparts.Additionally,in underdeveloped regions,the TPACK cognition level was significantly lower than in developed regions.Therefore,it is recommended to develop the TPACK of vocational education teachers by integrating educational digitalization strategies and the requirements of the new curriculum,providing training and development opportunities,fostering technological capabilities,integrating technology and subject knowledge,cultivating teachers’professional competence,establishing collaboration and sharing mechanisms,and strengthening infrastructure construction.Only in this way can vocational education teachers better utilize technology,subject knowledge,and teaching abilities in their teaching practices,improving the quality of education and students’vocational competence.The results of this study emphasize the importance of in-depth research on vocational education teachers’TPACK cognition level,which will help understand their role in vocational education development and provide feasible strategies and solutions for policymakers,educational institutions,and teachers to enhance the quality of vocational education and cultivate talent that meets the demands of the times.

关 键 词：职业教育 在职教师 TPACK框架 信息和通信技术 

分 类 号：G434[文化科学—教育学]